A Very Useful Artifact based on the Laurillard model

The following is copied from Professor Thomas Hulsmann OMDE 606 Section 9040 Module 4 discussion
on the Cost Structure of Mass Media (Fall 2013).
That media differ in capabilities to support the basic functions of teaching/learning processes has been
demonstrated by Laurillard's model. A simple and practical distinction of such modes of learning is
provided by the following categories: attending, discussing, practicing and articulating (Laurillard, 1993).
Attending

Discussing

Practicing

Articulating

Attending refers to reading,

listening, and viewing (from
the learners perspective) and
can be supported by
unidirectional media like text
(printed or on screen), audio
media (radio, audio cassettes)
and video (TV and video
cassettes).

Discussion can be
promoted with faceto-face meetings,
telephones,
computer
conferencing and
video conferences.

Practicing can be
supported by
experimental kits,
or, to some extent,
by simulations and
computer based
training.

Articulating refers to the

need in educational
contexts to evaluate
and assess learners. This
can be done through
assignments in print and
multiple choice types of
exercises.

Table 12 shows that traditional media will support attending but that they do not facilitate interactivity
between teacher and learner apart from corresponding about assignments. When developing courses it
makes sense to analyze where each learning mode is needed and to decide which media will be used to
support each.

Table 12: Media and modes of learning

Attending Practicing Discussing Articulating
Print

A/V (Audio, visual cassettes)

TV+ (Television High Cost)

Tut'l (Tutorial)

(X)

TMA (Tutor Marked Assignment)

HEK (Home Experiment Kit)

RSch (Residential Schools)

CTools (Computer Tools)

CMA (Computer Marked Assignments)

ICMA (Interactive Computer Marked Assignments)

CRes (Computer Resources)

CAL (Computer Assisted Learning)

MM (Multi Media)

CMC (Computer Mediated communication)

Audiographics